高中历史教师教学设计能力提升研究

发布时间：2018-03-22 05:30

本文选题：历史教师　切入点：教学设计　出处：《渤海大学》2017年硕士论文　论文类型：学位论文

【摘要】：教学设计是教师教学工作的重要组成部分,教学设计能力是教师专业素质的重要体现。在整个高中教学阶段,历史学科教学有着迥异于其他学科的特点,其存在形式的过去性、认知结构的多样性、思维方式的求异性和灵活性、以及学科联系的交融性对高中历史教师的教学设计能力有着广而深的要求。对高中历史教师教学设计能力的研究,不仅有助于丰富教师专业发展理论,促进教师的专业成长,更能够有效地优化课堂教学效果,促进学生全面发展,并积极地影响着基础教育新课程改革的推进与实施,有利于对新课改中高中历史学科所要求的一般学习能力和历史学科特殊能力进行培养和塑造。在历史教学设计构建和实践的过程中,当前很多高中历史教师秉承着历史学科的要求和历史学科教学的原则,合理、有效地进行教学设计,发展和提高自身的教学设计能力,促进自身与学生的双提高。然而部分历史教师难以认清教学设计能力的内涵,课堂教学过程中,本质上依然呈现出偏重课堂教学知识的传授及对知识的识记、课堂以教师为中心、教学方式单一、课堂模式僵化等现象,影响了学生的成长、成才,不能适应现代社会对人才的需要,有悖于历史学科的特色和历史教学的原则。上述现象的出现并不仅仅因为这些教师自身教学设计能力的不足,更多的是源于其教学设计能力认识的模糊或不足,主要表现为教学设计与教学设计能力的混淆以及教学设计能力与历史教学设计能力的混淆。理念认识上的模糊和不足,直接导致其在具体的历史教学中,难以全面的完成教学目标,更难以使学生获得知识、能力与情感价值观的综合提高以及对学生核心素养的塑造和培养。因此,本文主要采用文献研究法和访谈研究法,对高中历史教师的教学设计能力情况进行了调查。通过与高中一线历史教师的沟通和访谈,结合自身在教育实习中的感悟与学习,对当前历史教师的教学设计能力进行了详尽的研究和总结,力求为高中历史课堂教学的发展和完善提供一些中肯的建议。
[Abstract]:Teaching design is an important part of teachers' teaching work, and the ability of teaching design is an important embodiment of teachers' professional quality. The diversity of cognitive structure, the heterogeneity and flexibility of thinking mode, and the blending of subject connection have extensive and deep demands on the teaching design ability of senior high school history teachers, and the research on the teaching design ability of senior high school history teachers. It can not only enrich the theory of teachers' professional development, promote teachers' professional growth, but also effectively optimize the classroom teaching effect, promote students' all-round development, and positively affect the promotion and implementation of the new curriculum reform of basic education. It is beneficial to cultivate and shape the general learning ability and the special ability of history subject, which is required by the history subject in the new curriculum reform. In the course of history teaching design and practice, At present, many senior high school history teachers carry out reasonable and effective teaching design, develop and improve their teaching design ability, adhering to the requirements of history and the principles of history teaching. However, it is difficult for some history teachers to recognize the connotation of teaching design ability. In the course of classroom teaching, they still attach importance to the teaching knowledge and memorize the knowledge. The classroom is teacher-centered, the teaching method is single, the classroom model is rigid, and so on, which has affected the students' growth and become talented, and can not adapt to the needs of talents in modern society. It is contrary to the characteristics of history and the principle of history teaching. The above phenomenon appears not only because of the deficiency of these teachers' teaching design ability, but also because of the vague or insufficient understanding of their teaching design ability. The main manifestations are the confusion between teaching design and teaching design ability, and the confusion between teaching design ability and history teaching design ability. It is difficult to complete the teaching goal in an all-round way, to make students acquire knowledge, to improve their ability and emotional values, and to shape and cultivate the students' core accomplishment. Therefore, this paper mainly adopts the methods of literature research and interview research. This paper investigates the teaching design ability of history teachers in senior high school. Through the communication and interview with the history teachers in senior high school, it combines their own perception and learning in the teaching practice. This paper makes a detailed research and summary on the teaching design ability of the current history teachers, and tries to provide some pertinent suggestions for the development and perfection of the history classroom teaching in senior high school.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51

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